Differential emotional expression in autobiographical narratives: The case of Arabic–English bilinguals

Dina Abdel Salam El-Dakhs ^[1] ; Mervat M. Ahmed ^[4] ; Jeanette Altarriba ^[2] ; Suhad Sonbul ^[3]
1. [1] Prince Sultan University
  
  Prince Sultan University
  
  Arabia Saudí
2. [2] State University of New York
  
  State University of New York
  
  City of Albany, Estados Unidos
3. [3] Umm al-Qura University
  
  Umm al-Qura University
  
  Arabia Saudí
4. [4] Arab Academy for Science, Technology & Maritime Transport, Egypt
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Localización: International Journal of Bilingualism: interdisciplinary studies of multilingual behaviour, ISSN 1367-0069, Vol. 28, Nº. 5, 2024, págs. 962-979
Idioma: inglés
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Resumen
- Aims and Objectives:
  
  This study aimed to examine how bilinguals express their emotions in their first language (L1) versus their second language (L2) in autobiographical narratives.
  
  Methodology:
  
  A total of 64 Egyptian learners of English as a foreign language (EFL) took an English language proficiency test, and wrote about the happiest or saddest experiences they recalled in Arabic and in English.
  
  Data and Analysis:
  
  The narratives were analysed for the frequency and the valence of emotion words.
  
  Findings/Conclusions:
  
  The results showed no difference between the narratives of the two languages in terms of the frequency of words. However, the L2 narratives were generally more negatively valenced than the L1 narratives, and more emotional polarity was noted in the L2 narratives, particularly in sad situations. The results failed to show any effect for the participants’ age, gender or L2 proficiency on the frequency or valence of the emotion words.
  
  Originality:
  
  This study compared two languages that are distant at several levels, including typography and culture. In addition, the study examined some variables that were not investigated in earlier emotion studies of bilingualism.
  
  Significance/Implications:
  
  The study presents several implications in relation to the emotional contexts of learning theory and the pedagogy of emotion words.